Fitting Structural Equations Models with Interactive and Dynamic Tools in JMP® Pro
In: Structural equation modeling: a multidisciplinary journal, Band 28, Heft 5, S. 794-806
ISSN: 1532-8007
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In: Structural equation modeling: a multidisciplinary journal, Band 28, Heft 5, S. 794-806
ISSN: 1532-8007
In: Structural equation modeling: a multidisciplinary journal, Band 23, Heft 2, S. 180-193
ISSN: 1532-8007
In: Structural equation modeling: a multidisciplinary journal, Band 24, Heft 1, S. 17-30
ISSN: 1532-8007
In: Structural equation modeling: a multidisciplinary journal, Band 23, Heft 6, S. 798-818
ISSN: 1532-8007
In: Structural equation modeling: a multidisciplinary journal, Band 21, Heft 4, S. 524-533
ISSN: 1532-8007
In: Structural equation modeling: a multidisciplinary journal, Band 20, Heft 2, S. 181-207
ISSN: 1532-8007
In: Journal of research on adolescence, Band 26, Heft 4, S. 753-768
ISSN: 1532-7795
We used a longitudinal community study of 674 grade school children (Grades 5, 6, 7, and 8; 337 males, 337 females) of Mexican origin to examine outcomes of school attachment. Attachment to school is important in this population given the high level of school dropout rates of Mexican‐origin students. Results indicated that, on average, school attachment from fifth to sixth grade remains stable, but declines from sixth to eighth grade. Boys had lower levels of school attachment at fifth grade but followed similar patterns of change as girls did. Attachment to teachers, peer competence, school aspirations and expectations, and substance‐use cognitions emerged as longitudinal outcomes of level or changes in school attachment. Gender moderated associations of school attachment.
In: Structural equation modeling: a multidisciplinary journal, Band 25, Heft 1, S. 71-85
ISSN: 1532-8007
In: Cultural diversity and ethnic minority psychology, Band 25, Heft 2, S. 188-198
ISSN: 1939-0106